Friday, Feb. 1st, 2013 - Mini-test on definitions, multiple-choice and short-answer questions.
Monday, Feb. 11th, 2013 - Assignment #1 on Melting Ice Caps due
Wednesday, Feb. 13, 2013 - Assignment # 2 on Analyzing a Media Article on Environmental Issue due
Tuesday, Feb. 19th, 2013 - Unit #1 Test on Environmental Challenges Wednesday, March 6, 2013 - Assignment #3 on Initiatives towards reducing environmental impacts due at the beginning of class:
Tuesday, April 2, 2013 - Unit #2 Test on Environment and Human Health
Wednesday, April 10, 2013 - Assignment #4 on Vermicomposters (due before Thursday, April 11 - before 12 AM!)
Extended Deadline: Submit before April 27 (before 12 AM)
Tuesday, April 30, 2013 - Unit Test #3 on Waste Management and Reduction
Tuesday, May 21, 2013 - Presentation on Terraforming Mars: Comparisons to Earth and the Role of Sustainable Agriculture and Forestry
Presentations will start at the beginning of class on Tuesday, May 21. Presentation file and bibliography will be collected before the class ends.
Day 76 - 80, June 3 - June 7, 2013 EXAM REVIEW WEEK
Monday, June 3:
We will go through all of Unit #1 (Contemporary Environmental Challenges) together. Please complete Q#1-8, 10 (Chapter Review) on page 16 & Q#1, 3 (Critical Thinking) on page 16.
Tuesday, June 4:
Today we will conquer Unit #2 together (Environmental Impacts on Human Health). Please complete Q#2, 3, 6, & 7 on page 456.
Wednesday, June 5:
We attended a play in Mr. Pascos's class today.
Thursday, June 6:
Read this specific pages: 567-568, 572-577, and 582-583. Also review what bioremediation is as a form of advanced waste management.
Friday, June 7:
We will cover sustainable agriculture and forestry. For the weekend, as mentioned in class, please review all of your tests, quizzes, and assignments.
Day 71 - 75, May 27 - 31, 2013
Read pages 380-385 and summarize the key facts and figures on
- advantages/disadvantages of conventional oil
- heavy oils, oil sands, oil shale
- environmental impacts of processing oil sands
- and natural gas
In class work and homework: work on your ISP.
Day 70, May 24, 2013
Read pages 376-380 in your textbook.
Homework: Work on your ISP.
Day 69, May 23, 2013
We began the Conservation of Energy unit today. We and examined and discussed the documentary, "Who Killed the Electric Car?".
Homework: work on your ISP!
Day 68, May 22, 2013
Today we wrote our unit 4 test on sustainable agriculture and forestry.
Homework: Work on your ISP!
Day 67, Tuesday May 21, 2013
Today we had student presentations on comparing Earth and Mars in terms of their atmospheres and the their soil, plant growth and sustainable potential. We also reviewed for the test tomorrow in class by going through the content explored between Days 55-66.
Day 64, May 15 - Day 66, May 17, 2013
Please work on your Terraforming Mars Presentation.
Over the weekend, study for the unit 4 test.
Pace yourself as you work on the ISP.
Day 63, May 14, 2013
In class, we will review a documentary on soil and answer the following questions.
1) How do we get soil from parent material? A: 2) Describe the layers of soil that exist. A: 3) How long does it take to produce an inch of top soil? A: 4) How long does it take to produce a foot of top soil? A: 5) How long doe sit take to produce the rock that makes the base of top soil? A: 6) Because soil takes hundreds of years to produce top soil, what type of resource is a classified as? A: 5) What are the solid particles of soil called and how they formed? A: 6) What are some components of soil in order from smallest to largest? A:
Homework: read pages 70-73 on soil.
Day 62, May 13, 2013
Today, in addition to examining plants in a conventional way, like you did in grade 10 science, we will learn about how the human mastery of growing plants and an entire ecosystem in a sustainable context may allow us to extend our civilization on to Mars. We will take notes on the following videos and then you are to read the weblinks and answer the corresponding questions.
Answers should be in your own words, where possible. Article: http://ag.arizona.edu/pubs/garden/mg/botany/water.html
1. What is "turgor pressure"?
2. What is the role of water in photosynthesis?
3. Describe the relationship between water vapor in the air, temperature and relative humidity.
4. Explain the interaction between the stomata and water vapor.
5. Differentiate between fertilization and nutrition.
6. Describe the 18 elements that plants require for growth.
7. What percentages are associated with nutrients absorbed or extracted from the soil?
8. Why are is the balance of ions important for absorption?
9. What is pH and what specific impacts can it have on the plant if it varies drastically?
10. What is the role of water and oxygen in the soil?
Day 60, May 9, 2013
Before we go into the specifics of sustainability, it's important to keep the big picture in mind. Today, we will be from the general big picture and then we will gradually move into the specifics. We will be completing the UNESCO resources on Learning For a Sustainable Future: http://www.unesco.org/education/tlsf/
Tasks (read every webpage listed below):
1) Click on the first activity, Behind the News, and save the Learning Journal in your Environmental Science 11 folder on your computer. Read the entire page and the letter/message.
a) Answer the three questions in your journal. You do not have to read through the "Five Pressing Issues" hyperlinks.
b) Describe the components involved in spiral of unsustainable development.
c) At the very bottom right of your webpage, there should be a "Next" button that takes you to Activity 2.
2) In Activity 2, complete the handout provided in class and complete Q4 in your journal.
3) In Activity 3, describe the components involved in spiral of ascending sustainable development and complete Q5 in your journal (you may need to briefly research this online).
4) Complete Activity 4 and the reflection.
In-class/Homework: read pages 209 - 213 and 217-221 (from the impact of insects on trees to forest fires) and answer questions 4 - 6 on page 234.
In-class work/homework: Read pages 209 - 213 and 217-221 (from the impact of insects on trees to forest fires) and answer questions 4 - 6 on page 234.
Day 58, May 7, 2013
Homework: Read pages 208-210
Answer Questions 4 on page 234.
Chapter 11 Figures:
Day 57, May 6, 2013
We will begin today's class by examining Prof. Despommier's response to our e-mail regarding the feasibility of vertical farming.
Our lesson is focused on chapter 11 of our textbook on sustaining terrestrial biodiversity.
In-class work: After we have completed the note, read the article below on whether we should be concentrating our efforts on saving pandas or other animals and answer the following questions.
Link: http://www.thestar.com/news/insight/2013/04/19/why_do_we_bother_saving_the_pandas.html
1. List the population of pandas and other endangered species.
2. What did Packham say about pandas and argue for or against whether the pandas should be saved based on a cost-benefit analysis?
3. Describe the irregular diet of pandas.
4. Summarize the arguments for and against sustaining pandas and then explain which one you think is strong or is the more logical thing to do.
5. What are the financial measures of maintaining pandas in zoos?
6. In what way are pandas affected differently by humans than are other species?
Homework: read pages 204-209 and answer questions 1-3 on page 234.
Day 56, May 3, 2013
We need to correct our Unit 3 Tests. Then we will work on writing an e-mail to the professor who is pioneering vertical farms in which we will present our thoughts on the feasibility of vertical farming.
Homework: Afterwards, you are to read pages 15 (sustainability revolution), 318-319 (sustainable agriculture), and 596-597 (sustainable cities)
Day 55, May 2, 2013
Today we began Unit 4 on Sustainable Agriculture and Forestry.
Task #1: Complete the questions in the following document
TED Talk on Vertical Farming:
Task #2: It's always good to get both sides of the story. Read the following article that is critical of the vertical farming proposal.
Article: http://www.counterpunch.org/2012/12/11/the-vertical-farming-scam/
Add to your reflection on whether you think vertical farming is still feasible.
Day 54, May 1, 2013
We finished watching the documentary, "Wasteland". We will begin Unit 4 tomorrow on Sustainable Forestry and Agriculture.
Day 53, April 30, 2013
We completed the unit # 3 test today. Well done everyone.
Day 52, April 29, 2013
Today was a work period to review for your unit #3 test tomorrow.
Day 50 - 51, April 25 - 29, 2013
We will be analyzing the documentary entitled "Wasteland".
Day 49, Wednesday, April 24, 2013
Today we did a thorough Unit 3 review for our upcoming test this Tuesday, April 30.
Review:
1. Which of the following items does not belong in recycling?
a) can of pop b) sheet of paper c) styrofoam cup d) cardboard box 2. Which of these is an eco-friendly way of bringing a lunch?
a) lunchbox b) paper bag c) plastic bag d) all of the above 3. Cans and bottles have to be empty to be recycled.
a) true b) false 4. Which of the following is considered organic waste?
a) food scraps b) bones c) napkins d) all of the above 5. Which of the following belongs in the garbage/trash bin?
a) food scraps b) plastic wrappers c) glass bottles d) all of the above 6. You do not need to remove the label and cap on glass bottles before recycling
a) true b) false 7. Which one of the following items does belong in the blue recycling container?
a) food scraps such as a banana peel b) a plastic bottle
c) a straw d) a bottle cap
8. Can you place broken window glass and unwanted ceramic dishes in the recycling bin?
a) yes b) no
9. When recycling a plastic water bottle, what should you do with the cap?
a) the cap goes into a garbage can and the bottle goes in a recycling bin
b) screw the cap back on the bottle, then put the bottle and cap in a recycling bin
Complete the pie graphs according to the numerical information collected from the audit.
Day 44, Wednesday, April 17, 2013
Today we completed our examination of hazardous waste.
Homework: Complete your reading on chapter 24. We have unit test coming up this Monday.
Day 43, Tuesday, April 16, 2013
We examined industrial ecology and the hazards associated with the illegal transportation of electronic waste (BBC Documentary: Track my Trash)
Homework questions (research online if necessary):
1) Why is exporting e-waste to developing countries illegal?
2) What agencies track illegal e-waste exporting?
3) When the e-waste illegally arrived in Ghana from the UK, describe the harm it caused to the environment and human health.
4) How did the documentary change your views on the importance of e-waste disposal?
5) Do places like Ghana have proper e-waste disposal services?
6) Research online how Canada disposes of e-waste and how it tracks possible illegal exporting of e-waste.
Day 42, Friday, April 12, 2013
Today we examined advanced waste management strategies such as accelerated waste aeration and bioremediation.
Homework: Read pages 580-585 and then complete question 6 on page 593 in the chapter review.
Day 41, Thursday, April 11, 2013
I am supervising the EQAO tests today. You are to work on the following task:
Through online research, evaluate the short- and long-term impact on the environment of three of the following types of waste. Write a one page summary, with references, and be prepared to present it in class on Friday. Otherwise, Saturday club will do!
- waste products from animal farming
- plastic shopping bags
- tailings from mines
- non-rechargeable batteries
- diapers
- dumping solid waste in lakes
- nuclear waste
Day 40, Wednesday, April 10, 2013
Today we will work on Assignment #4 in class.
Brief Notes on the benefits of a vermicomposter:
- Free fertilizer and reduction in garbage bill as there is less garbage leaving the house (U.S.)
- Facilitate/speed up fertilization process compared to a regular compost
- Worm castings or manure leave behind beneficial microbes that help inoculate plants from many types of diseases – proven without scientific explanation
- Worms feed off of bacteria and fungi that breakdown the organic matter
- Worm castings are inoculated & have beneficial bacterium fungi that increase the biodiversity of the soil and attack or compete with bacterium fungi that can causes diseases in plants.
- The castings increase the fertility of the soil with red
- Make fertilizer for free pretty much rather than buying it
- Worm castings contain mucus that prevent nutrients from washing away while watering and holds moisture better than plain soil
- You can use a rubber bin with holes at the bottom or side.
Day 39, Tuesday, April 9, 2013
Our task today is to plan and conduct an inquiry in a micro-environment to treat a solid, liquid, or gaseous waste by examining a vermicomposter to recycle solid organic matter.
Homework:
Read pages 576-580 and then complete question 5 on page 593 in the chapter review.
Be prepared for a possible pop-quiz during the week on the readings.
Day 38, Monday, April 8, 2013
Today, we will examine the scientific principles involved in processing solid, liquid, and gaseous waste (e.g., combustion, decomposition, pyrolysis). Questions to answer from readings below.
Reading #1: http://cdn.intechopen.com/pdfs/9681/InTech-Solid_waste_management_through_the_application_of_thermal_methods.pdf
1) Explain the quantitative evidence that supports the statement, "Human life in modern societies is inevitably related to waste generation".
2) Redraw Fig. 1 on page 1.
3) In terms of thermal treatment, define and explain how each of the following are used to treat municipal waste:
- Incineration (pg 91)
- Gasification (pg 97)
- Pyrolysis (pg 102)
- Plasma technology (pg 105)
4) Through what prioritization are many countries around the world countering the growth of MSW?
5) Which countries do and do not use thermal methods for treating municipal waste?
Homework:
Read pages 571-575 and then complete question 4 on page 593 in the chapter review and question 2 on page 593 in the critical thinking section.
Be prepared for a possible pop-quiz during the week on the readings.
Day 37, Friday, April 5, 2013 Class Work/Task: We will use a research process to investigate the waste generated throughout the life cycle of a product (e.g., the waste associated with all the materials and energy that go into the development and disposal of a computer or a running shoe). Using the internet, collect information on the life cycle of a product/waste and create a professional coloured brochure with diagrams explaining each step. I will show you how to make sophisticated diagrams in MS Word.
Homework: Finish your visual brochure for Monday, April 8.
Day 36, Thursday, April 4, 2013
Read pages 566-570 and then complete questions 1-3 on page 593 in the chapter review.
Also, make a 3x3 table that summarizes table 24-4 (keep it brief)
Day 35, Wednesday, April 3, 2013
We started Unit 3 - Managing and Reducing Waste. Our introduction to this vast subject will by a documentary by the National Geographic entitled "America's Largest Dump". Please answer the following questions as we watch the documentary.
Homework: Submit your documentary summary, as outlined in the document, to me via e-mail.
Day 34, Tuesday, April 2, 2013
We wrote the unit #2 test today. No homework!
Day 33, Thursday, March 28, 2013
Review for Unit # 2 on Tuesday, April 2, 2013
1 - What are the strengths and weaknesses of the Czech government's cost-benefit analysis on whether to ban smoking and how does it regard human health.
2 - Explain what are the four types of hazards?
3 - What is toxicity?
4 - What are major types of toxicological chemical hazards?
5 - What is the difference between acute and chronic effects?
6 - List the toxic pollutants found in the Williamsburg water according to the documentary
7 - What is the critical question with regards to exposure to a particular toxic chemical and the harm associated with it?
8 - What are the 3 major mechanisms for reducing harmful effects of chemicals
9 - What is a poison or a toxin?
10 - What are epidemiological studies and what relationship do they have with toxicity?
11 - What is the difference between LD50 and a dose-response currve? Explain it using a full diagram with proper labelled axis with numbers.
12 - What controversy exists concerning the validity of animal data extrapolation?
13 - Describe in detail the problems and facts that were discovered regarding the toxicity of the WTC dust and impact it had on first responders. How did the EPA respond and why may it have responded the way it did? Justify your response.
14 - Explain the three major types of potentially toxic agents.
15 - What are the effects that chemicals have on the body's system?
16 - What are the types of diseases (biological hazards) that threaten people in developing countries and developed countries?
17 - What are some statistics associated with the deaths caused by malaria?
18 - Explain in detail the problems (economic, societal, educational) various areas in Kenya were facing (or still face) with regards to malaria?
19 - Explain in detail at least two solutions to combating malaria?
20 - Explain in detail an environmental issue that affects human health and the government and grassroots initiatives that exist to help our health.
21 - What are the layers of Earth's atmosphere? Differentiate them through some facts.
22 - Should CO2 be considered an air pollutant? Explain.
23 - What is the AQI?
24 - What is photochemical smog?
25 - Know all of the answers to the questions in the UNESCO document on the Ozone.
26 - Explain the problems that led to the Walkerton Water Tragedy and what solutions should have been undertaken to have prevented it.
Terminology:
PUC - Public Utilities Commission
MOE - Ministry of Environment
Coliforms - a broad class of bacteria found in our environment, including the feces of man and other warm-blooded animals. The presence of coliform bacteria in drinking water may indicate a possible presence of harmful, disease-causing organisms.
E.coli - refers to a large group of bacteria that is commonly found in the intestines of humans and animals.
Homework: Complete another section of the UNESCO ozone and submit your answers to me through e-mail tonight. We will begin our unit review tomorrow (Thursday) so you have the long weekend to study for the unit # 2 test next Tuesday.
Day 31, Tuesday, March 26, 2013
Class: Unfortunately I am absent today. You are to continue working in pairs acting out the dialogue and answering questions in the UNESCO document on the ozone.
Move the tables into the positions I had them in yesterday. Remember to move the tables back at the end of class.
Day 30, Monday, March 25, 2013
We will be acting out the dialogue in the UNESCO document concerning the ozone layer. Please complete the document with proper answers as I will be marking them. You are allowed to use the internet for researching answers but they have to be in your own words.
Day 29, Friday, March 8, 2013
Today in class, we will be examining a dialogue about the ozone and answering questions regarding it (handout provided UNESCO).
Homework: Complete it in class otherwise it will take up your time over the March break!
Day 28, Thursday, March 7, 2013
We will be starting chapter 20 which deals with air pollution. The following is a film that will be viewed in class regarding the effects of air pollution on children: http://www.youtube.com/watch?v=SS-O_kcgQEI
We will be having presentations on grassroots and government initiatives on reducing environmental impacts affecting human health.
Day 26, Tuesday, March 5, 2013
Work on assignment #3 in class and for homework.
Day 25, Monday, March 4, 2013
Work on assignment #3 in class and for homework.
Day 24, Friday, March 1, 2013
Work on assignment #3 in class and for homework.
Day 23, Thursday, Feb. 28, 2013
We will be working on assignment #3 today: Due Wednesday, March 6, 2013 - Assignment #3 on Initiatives towards reducing environmental impacts due at the beginning of class:
We will be finishing the BBC documentary on malaria today. We will discuss grassroots initiatives and government initiatives on reducing negative environmental impacts affecting our health.
Homework will be provided after we are done watching the film.
Day 20, Monday, Feb. 25, 2013
We examined dose-response curves and neurotoxins. Our discussion covered various diseases that can affect us such as malaria. We viewed the BBC documentary on malaria: http://www.youtube.com/watch?v=dGbgye4soSQ
Homework will be provided after we are done watching the film.
Day 19, Friday, Feb. 22, 2013
Today we examined various toxins, poisons and dose-response curves that are used in epidemiological studies. The case study we analyzed, which was the toxic atmosphere over ground zero, consists of two articles and two videos that were viewed in the following order:
Homework - Answer the following questions based on 4), the New York Times article above:
1) In the study, how many people were examined and what was discovered?
2) What percentage of lung function loss was found?
3) Which group of people were mainly impacted by the toxins?
4) What were the persistent symptoms the first responders experienced?
5) In terms of building materials, what were the first responders breathing in?
6) How many articles were published concerning the environmental impact on first responders?
Day 18, Thursday, Feb. 21, 2013
Today we examined a documentary called "Toxic - Brooklyn" by VBS productions.
Homework: Research Williamsburg's progress on overcoming the environmental problems they face (as described in class)
Day 17, Wednesday, Feb. 20, 2013
Today we started Unit #2 on Human Health and the Environment.
Homework:
A) Answer Q#1 on page 457
B) Write a half-page critical reflection on Michael Sandel's lecture (Harvard Lecture Series: https://www.youtube.com/watch?v=0O2Rq4HJBxw) on the cost-benefit analysis of smoking. In your reflection, discuss the political, economic, social and environmental ramifications of the Czech government's decision. What variables were not considered in the Czech analysis? Were the negative repercussions of secondhand smoking considered? Is secondhand smoking worse that directly smoking? A quick search online can tell you about the impact of smoking on the environment. Be prepared to present your amazing reflection in class tomorrow morning. Also, e-mail your reflection to me.
C) Read pages 436-437.
Day 16, Tuesday, Feb. 19, 2013
We wrote the unit #1 test on environmental challenges today.
No homework.
Day 15, Thursday, Feb. 14, 2013
Today, we reviewed everything we have learned to prepare for the unit test this Monday, Feb. 19th, 2013.
Day 14, Wednesday, Feb. 13, 2013
We will be analyzing a paper by Emily Gilbert, a professor at the University of Toronto. In particular, our focus will be on how climate change can create environmental refugees and the social and political impacts that could follow.
Homework: Write a reflection (three quarters of a page) on the Prof. Gilbert's paper and prepare to present it tomorrow morning in class. In your reflection, feel free to touch upon and discuss the paper from a variety of angles such as
- Prof. Gilbert addresses the QDR published in 2010. Find the QDR publication and read it's objectives related to climate change and assess whether Prof. Gilbert's analysis is balanced.
- What would be an adequate response to environmental refugees seeking to come to North America?
- Should our tax dollars go towards educating countries that are likely to be impacted by drastic climate change or should the dollars be devoted to accommodating environmental refugees when drastic climate does occur?
- What would be the educational and economical impact of the militarization of climate science in case there were no environmental refugees?
- If certain countries are predicting that climate change can cause environmental refugees, then wouldn't the countries that are likely to be impacted by climate change prepare ahead of time to avoid creating environmental refugees?
Day 13, Tuesday, Feb. 12, 2013
Today, we analyzed ways in which societal needs or demands have influenced scientific endeavors related to the environment (e.g., the development of drought- and pest-resistant crops to address the rising global need for food; research into alternative energy sources in response to demands to address the impact on climate change of burning fossil fuels) [AI, C]. We also worked on explaining how an environmental challenge has led to advances in science or technology (e.g., scrubbers on smokestacks to decrease sulfur dioxide emissions, hybrid cars)
Task #1:
Read page 1 of this paper on pest-resistant crops and food security:
Questions:
1) Monoculture is the agricultural practice of growing a single type of crop or plant species over a wide area for several years. How can this lead to ecological disturbances?
2) What are the two approaches to obtain sufficiently high yields of crop/plant production? Are there any disadvantages associated with these approaches?
3) What advances helped in gaining greater food security?
Homework: complete assignment #2.
Day 12, Monday, Feb. 11, 2013 Today in class, we will start assignment #2. We are to use a research process to locate a media report on a contemporary environmental issue (e.g., climate change, melting of the polar ice cap, acid precipitation, deforestation, overfishing, oil-sands operations), summarize its arguments, and assess their validity from a scientific perspective.
Day 10, Thursday, Feb. 7, 2013
1) Environmental challenges: overfishing, deforestation, melting of the polar ice caps, acid precipitation - Causes & Solution
2) Complete the Activity on Melting Ice Caps and submit it on Friday, Feb. 8th, in class -
Day 9, Wednesday, Feb. 6, 2013
We will be analyzing an interview with David Suzuki and Al Gore on climate change.
Homework: Summarize the range of evidence (sea level rise, global temperatures rise, and so forth) for rapid climate change on NASA's website: http://climate.nasa.gov/evidence/
Day 8, Tuesday, Feb. 5, 2013
In-class content: Environmental challenges: overfishing, deforestation, melting of the polar ice caps, acid precipitation - Causes & Solution
Day 7, Monday, Feb. 4, 2013
Today, we are exploring formal scientific terminology concerned with the scientific method and we will examine what "paradigm shifts" are.
Day 6, Friday, Feb. 1st, 2013
In-class content: Ch. 1 Slides 21-25 on the big 5 social/environmental problems and causes
Homework: Pg 16, Chapter Review Questions Q#9 on Canada-Spain Turbot war on pg 8
3) Homework:
Complete the Chapter Review Questions Q#1,2 on Pg 16
4) A cool 40 year-old ecosystem:
Garden in a bottle, anyone?
This miniature ecosystem has been thriving in an almost completely isolated state for more than forty years. It has been watered just once in that time.
The original single spiderwort plant has grown and multiplied, putting out seedlings. As it has access to light, it continues to photosynthesize. The water builds up on the inside of the bottle and then rains back down on the plants in a miniature version of the water cycle. As leaves die, they fall off and rot at the bottom producing the carbon dioxide and nutrients required for more plants to grow.
Day 2: Monday, January 28, 2013
1) We are graphing and analyzing the United Nations population estimates: http://esa.un.org/unpd/wpp/unpp/panel_population.htm
Task: graph the data of the countries that are described in the article "Population and the Environment" that have limited access to contraception and compare their population growth rate to that of Canada. Excel graphing methods will be explored in class.
2) In class, we will watch Sir David Attenborough's presentation on population growth:http://www.youtube.com/watch?v=1sP291B7SCw,
and we will answer the following questions:
3) We are graphing and analyzing the United Nations population estimates: http://esa.un.org/unpd/wpp/unpp/panel_population.htm
In particular, graph the data of the countries that are described in the article "Population and the Environment" that have limited access to contraception and compare their population growth rate to that of Canada. Excel graphing methods will be explored in class.
Welcome to Mr. Zuberi's Environmental Science 11 Course!
E-mail: azuberi@torontoprepschool.com
Course Information
Course Outline for Environmental Science 11, Winter 2013:
Tests and Assignments Information
Friday, Feb. 1st, 2013 - Mini-test on definitions, multiple-choice and short-answer questions.
Monday, Feb. 11th, 2013 - Assignment #1 on Melting Ice Caps due
Wednesday, Feb. 13, 2013 - Assignment # 2 on Analyzing a Media Article on Environmental Issue due
Tuesday, Feb. 19th, 2013 - Unit #1 Test on Environmental Challenges
Wednesday, March 6, 2013 - Assignment #3 on Initiatives towards reducing environmental impacts due at the beginning of class:
Tuesday, April 2, 2013 - Unit #2 Test on Environment and Human Health
Wednesday, April 10, 2013 - Assignment #4 on Vermicomposters (due before Thursday, April 11 - before 12 AM!)
Tuesday, April 30, 2013 - Unit #3 Test on Waste Reduction and Management
Please work on assignment 5:
Extended Deadline: Submit before April 27 (before 12 AM)
Tuesday, April 30, 2013 - Unit Test #3 on Waste Management and Reduction
Tuesday, May 21, 2013 - Presentation on Terraforming Mars: Comparisons to Earth and the Role of Sustainable Agriculture and Forestry
Presentations will start at the beginning of class on Tuesday, May 21. Presentation file and bibliography will be collected before the class ends.
Wednesday, May 22, 2013 - Unit Test #4 on Sustainable Agriculture and Forestry
Friday, May 31, 2013 - ISP due at the beginning of class
SVN3M Exam Breakdown:
Homework
Day 76 - 80, June 3 - June 7, 2013 EXAM REVIEW WEEK
Monday, June 3:
We will go through all of Unit #1 (Contemporary Environmental Challenges) together. Please complete Q#1-8, 10 (Chapter Review) on page 16 & Q#1, 3 (Critical Thinking) on page 16.
Tuesday, June 4:
Today we will conquer Unit #2 together (Environmental Impacts on Human Health). Please complete Q#2, 3, 6, & 7 on page 456.
Wednesday, June 5:
We attended a play in Mr. Pascos's class today.
Thursday, June 6:
Read this specific pages: 567-568, 572-577, and 582-583. Also review what bioremediation is as a form of advanced waste management.
Friday, June 7:
We will cover sustainable agriculture and forestry. For the weekend, as mentioned in class, please review all of your tests, quizzes, and assignments.
Day 71 - 75, May 27 - 31, 2013
Read pages 380-385 and summarize the key facts and figures on
- advantages/disadvantages of conventional oil
- heavy oils, oil sands, oil shale
- environmental impacts of processing oil sands
- and natural gas
In class work and homework: work on your ISP.
Day 70, May 24, 2013
Read pages 376-380 in your textbook.
Homework: Work on your ISP.
Day 69, May 23, 2013
We began the Conservation of Energy unit today. We and examined and discussed the documentary, "Who Killed the Electric Car?".
Homework: work on your ISP!
Day 68, May 22, 2013
Today we wrote our unit 4 test on sustainable agriculture and forestry.
Homework: Work on your ISP!
Day 67, Tuesday May 21, 2013
Today we had student presentations on comparing Earth and Mars in terms of their atmospheres and the their soil, plant growth and sustainable potential. We also reviewed for the test tomorrow in class by going through the content explored between Days 55-66.
Day 64, May 15 - Day 66, May 17, 2013
Please work on your Terraforming Mars Presentation.
Over the weekend, study for the unit 4 test.
Pace yourself as you work on the ISP.
Day 63, May 14, 2013
In class, we will review a documentary on soil and answer the following questions.
1) How do we get soil from parent material?
A:
2) Describe the layers of soil that exist.
A:
3) How long does it take to produce an inch of top soil?
A:
4) How long does it take to produce a foot of top soil?
A:
5) How long doe sit take to produce the rock that makes the base of top soil?
A:
6) Because soil takes hundreds of years to produce top soil, what type of resource is a classified as?
A:
5) What are the solid particles of soil called and how they formed?
A:
6) What are some components of soil in order from smallest to largest?
A:
Homework: read pages 70-73 on soil.
Day 62, May 13, 2013
Today, in addition to examining plants in a conventional way, like you did in grade 10 science, we will learn about how the human mastery of growing plants and an entire ecosystem in a sustainable context may allow us to extend our civilization on to Mars. We will take notes on the following videos and then you are to read the weblinks and answer the corresponding questions.
Mars One video:
http://www.youtube.com/watch?v=nLpWEMcuyP0
Terraforming Mars:
http://www.youtube.com/watch?v=pcH54ksSkhE
Answers should be in your own words, where possible. Article: http://ag.arizona.edu/pubs/garden/mg/botany/water.html
1. What is "turgor pressure"?
2. What is the role of water in photosynthesis?
3. Describe the relationship between water vapor in the air, temperature and relative humidity.
4. Explain the interaction between the stomata and water vapor.
5. Differentiate between fertilization and nutrition.
6. Describe the 18 elements that plants require for growth.
7. What percentages are associated with nutrients absorbed or extracted from the soil?
8. Why are is the balance of ions important for absorption?
9. What is pH and what specific impacts can it have on the plant if it varies drastically?
10. What is the role of water and oxygen in the soil?
Article: http://ag.arizona.edu/pubs/garden/mg/botany/environmental.html#temp
11. Describe the three main characteristics that affect plant growth.
12. How does the plant's growth vary based on different temperatures?
Day 61, May 10, 2013
Once you have completed yesterday's work, complete the activities in Module 15 on Sustainable Agriculture:
http://www.unesco.org/education/tlsf/mods/theme_c/mod15.html
Day 60, May 9, 2013
Before we go into the specifics of sustainability, it's important to keep the big picture in mind. Today, we will be from the general big picture and then we will gradually move into the specifics. We will be completing the UNESCO resources on Learning For a Sustainable Future: http://www.unesco.org/education/tlsf/
Tasks (read every webpage listed below):
1) Click on the first activity, Behind the News, and save the Learning Journal in your Environmental Science 11 folder on your computer. Read the entire page and the letter/message.
a) Answer the three questions in your journal. You do not have to read through the "Five Pressing Issues" hyperlinks.
b) Describe the components involved in spiral of unsustainable development.
c) At the very bottom right of your webpage, there should be a "Next" button that takes you to Activity 2.
2) In Activity 2, complete the handout provided in class and complete Q4 in your journal.
3) In Activity 3, describe the components involved in spiral of ascending sustainable development and complete Q5 in your journal (you may need to briefly research this online).
4) Complete Activity 4 and the reflection.
In-class/Homework: read pages 209 - 213 and 217-221 (from the impact of insects on trees to forest fires) and answer questions 4 - 6 on page 234.
Day 59, May 8, 2013
We will scrutinize Alex Steffen's presentation on the route to a sustainable future (video link:
http://www.ted.com/talks/alex_steffen_sees_a_sustainable_future.html).Complete the following worksheet as we watch his video:
In-class work/homework: Read pages 209 - 213 and 217-221 (from the impact of insects on trees to forest fires) and answer questions 4 - 6 on page 234.
Day 58, May 7, 2013
Homework: Read pages 208-210
Answer Questions 4 on page 234.
Chapter 11 Figures:
Day 57, May 6, 2013
We will begin today's class by examining Prof. Despommier's response to our e-mail regarding the feasibility of vertical farming.
Our lesson is focused on chapter 11 of our textbook on sustaining terrestrial biodiversity.
In-class work: After we have completed the note, read the article below on whether we should be concentrating our efforts on saving pandas or other animals and answer the following questions.
Link: http://www.thestar.com/news/insight/2013/04/19/why_do_we_bother_saving_the_pandas.html
1. List the population of pandas and other endangered species.
2. What did Packham say about pandas and argue for or against whether the pandas should be saved based on a cost-benefit analysis?
3. Describe the irregular diet of pandas.
4. Summarize the arguments for and against sustaining pandas and then explain which one you think is strong or is the more logical thing to do.
5. What are the financial measures of maintaining pandas in zoos?
6. In what way are pandas affected differently by humans than are other species?
Homework: read pages 204-209 and answer questions 1-3 on page 234.
Day 56, May 3, 2013
We need to correct our Unit 3 Tests. Then we will work on writing an e-mail to the professor who is pioneering vertical farms in which we will present our thoughts on the feasibility of vertical farming.
Homework: Afterwards, you are to read pages 15 (sustainability revolution), 318-319 (sustainable agriculture), and 596-597 (sustainable cities)
Day 55, May 2, 2013
Today we began Unit 4 on Sustainable Agriculture and Forestry.
Task #1: Complete the questions in the following document
TED Talk on Vertical Farming:
Task #2: It's always good to get both sides of the story. Read the following article that is critical of the vertical farming proposal.
Article: http://www.counterpunch.org/2012/12/11/the-vertical-farming-scam/
Add to your reflection on whether you think vertical farming is still feasible.
Day 54, May 1, 2013
We finished watching the documentary, "Wasteland". We will begin Unit 4 tomorrow on Sustainable Forestry and Agriculture.
Day 53, April 30, 2013
We completed the unit # 3 test today. Well done everyone.
Day 52, April 29, 2013
Today was a work period to review for your unit #3 test tomorrow.
Day 50 - 51, April 25 - 29, 2013
We will be analyzing the documentary entitled "Wasteland".
Day 49, Wednesday, April 24, 2013
Today we did a thorough Unit 3 review for our upcoming test this Tuesday, April 30.
Review:
Day 48, Tuesday, April 23, 2013
Add the following to your waste audit report:
Survey Questions
1. Which of the following items does not belong in recycling?
a) can of pop b) sheet of paper c) styrofoam cup d) cardboard box
2. Which of these is an eco-friendly way of bringing a lunch?
a) lunchbox b) paper bag c) plastic bag d) all of the above
3. Cans and bottles have to be empty to be recycled.
a) true b) false
4. Which of the following is considered organic waste?
a) food scraps b) bones c) napkins d) all of the above
5. Which of the following belongs in the garbage/trash bin?
a) food scraps b) plastic wrappers c) glass bottles d) all of the above
6. You do not need to remove the label and cap on glass bottles before recycling
a) true b) false
7. Which one of the following items does belong in the blue recycling container?
a) food scraps such as a banana peel b) a plastic bottle
c) a straw d) a bottle cap
8. Can you place broken window glass and unwanted ceramic dishes in the recycling bin?
a) yes b) no
9. When recycling a plastic water bottle, what should you do with the cap?
a) the cap goes into a garbage can and the bottle goes in a recycling bin
b) screw the cap back on the bottle, then put the bottle and cap in a recycling bin
c) recycle the cap separately
d) none of the above
Homework: Work on assignment 5.
Day 47, Monday, April 22, 2013
Please work on assignment 5:
Day 46, Friday, April 19, 2013
Well done class! You have successfully produced a pie chart based on our Waste Audit:
Next steps:
1) Homework: Make your survey / quiz (about 10 - 15 multiple choice questions) to examine Toronto Prep School students' understanding of recycling and trash categories. Sample survey: http://your.kingcounty.gov/solidwaste/greenschools/documents/quiz-show-questions.pdf
Submit it to me by e-mail before Monday.
2) Next week, we'll include our survey results and compile into a Waste Audit report. To make a brief waste audit summary, please see University of Toronto's waste audit:
http://www.fs.utoronto.ca/Assets/Facilities+Digital+Assets/Facilities+and+Services/Facilities+Digital+Assets/Recycling_Grounds_Movers/Waste+Audit+2011-2012.pdf?method=1
Day 45, Thursday, April 18, 2013
We are conducting a waste audit today.
Please download the following instructions:
Complete the pie graphs according to the numerical information collected from the audit.
Day 44, Wednesday, April 17, 2013
Today we completed our examination of hazardous waste.
Homework: Complete your reading on chapter 24. We have unit test coming up this Monday.
Day 43, Tuesday, April 16, 2013
We examined industrial ecology and the hazards associated with the illegal transportation of electronic waste (BBC Documentary: Track my Trash)
Homework questions (research online if necessary):
1) Why is exporting e-waste to developing countries illegal?
2) What agencies track illegal e-waste exporting?
3) When the e-waste illegally arrived in Ghana from the UK, describe the harm it caused to the environment and human health.
4) How did the documentary change your views on the importance of e-waste disposal?
5) Do places like Ghana have proper e-waste disposal services?
6) Research online how Canada disposes of e-waste and how it tracks possible illegal exporting of e-waste.
Day 42, Friday, April 12, 2013
Today we examined advanced waste management strategies such as accelerated waste aeration and bioremediation.
Homework: Read pages 580-585 and then complete question 6 on page 593 in the chapter review.
Day 41, Thursday, April 11, 2013
I am supervising the EQAO tests today. You are to work on the following task:
Through online research, evaluate the short- and long-term impact on the environment of three of the following types of waste. Write a one page summary, with references, and be prepared to present it in class on Friday. Otherwise, Saturday club will do!
- waste products from animal farming
- plastic shopping bags
- tailings from mines
- non-rechargeable batteries
- diapers
- dumping solid waste in lakes
- nuclear waste
Day 40, Wednesday, April 10, 2013
Today we will work on Assignment #4 in class.
Brief Notes on the benefits of a vermicomposter:
- Free fertilizer and reduction in garbage bill as there is less garbage leaving the house (U.S.)
- Facilitate/speed up fertilization process compared to a regular compost
- Worm castings or manure leave behind beneficial microbes that help inoculate plants from many types of diseases – proven without scientific explanation
- Worms feed off of bacteria and fungi that breakdown the organic matter
- Worm castings are inoculated & have beneficial bacterium fungi that increase the biodiversity of the soil and attack or compete with bacterium fungi that can causes diseases in plants.
- The castings increase the fertility of the soil with red
- Make fertilizer for free pretty much rather than buying it
- Worm castings contain mucus that prevent nutrients from washing away while watering and holds moisture better than plain soil
- You can use a rubber bin with holes at the bottom or side.
Day 39, Tuesday, April 9, 2013
Our task today is to plan and conduct an inquiry in a micro-environment to treat a solid, liquid, or gaseous waste by examining a vermicomposter to recycle solid organic matter.
Video: http://www.youtube.com/watch?v=xK6yIT7AqXs
Homework:
Read pages 576-580 and then complete question 5 on page 593 in the chapter review.
Be prepared for a possible pop-quiz during the week on the readings.
Day 38, Monday, April 8, 2013
Today, we will examine the scientific principles involved in processing solid, liquid, and gaseous waste (e.g., combustion, decomposition, pyrolysis). Questions to answer from readings below.
Reading #1: http://cdn.intechopen.com/pdfs/9681/InTech-Solid_waste_management_through_the_application_of_thermal_methods.pdf
1) Explain the quantitative evidence that supports the statement, "Human life in modern societies is inevitably related to waste generation".
2) Redraw Fig. 1 on page 1.
3) In terms of thermal treatment, define and explain how each of the following are used to treat municipal waste:
- Incineration (pg 91)
- Gasification (pg 97)
- Pyrolysis (pg 102)
- Plasma technology (pg 105)
4) Through what prioritization are many countries around the world countering the growth of MSW?
5) Which countries do and do not use thermal methods for treating municipal waste?
Reading #2: http://www.ipcc.ch/publications_and_data/ar4/wg3/en/ch10s10-4-4.html
6) In terms of biological treatment, define and explain how each of the following are used to treat municipal waste:
- Composting
- Anaerobic digestion
Homework:
Read pages 571-575 and then complete question 4 on page 593 in the chapter review and question 2 on page 593 in the critical thinking section.
Be prepared for a possible pop-quiz during the week on the readings.
Day 37, Friday, April 5, 2013
Class Work/Task: We will use a research process to investigate the waste generated throughout the life cycle of a product (e.g., the waste associated with all the materials and energy that go into the development and disposal of a computer or a running shoe). Using the internet, collect information on the life cycle of a product/waste and create a professional coloured brochure with diagrams explaining each step. I will show you how to make sophisticated diagrams in MS Word.
Homework: Finish your visual brochure for Monday, April 8.
Day 36, Thursday, April 4, 2013
Read pages 566-570 and then complete questions 1-3 on page 593 in the chapter review.
Also, make a 3x3 table that summarizes table 24-4 (keep it brief)
Day 35, Wednesday, April 3, 2013
We started Unit 3 - Managing and Reducing Waste. Our introduction to this vast subject will by a documentary by the National Geographic entitled "America's Largest Dump". Please answer the following questions as we watch the documentary.
Homework: Submit your documentary summary, as outlined in the document, to me via e-mail.
Day 34, Tuesday, April 2, 2013
We wrote the unit #2 test today. No homework!
Day 33, Thursday, March 28, 2013
Review for Unit # 2 on Tuesday, April 2, 2013
1 - What are the strengths and weaknesses of the Czech government's cost-benefit analysis on whether to ban smoking and how does it regard human health.
2 - Explain what are the four types of hazards?
3 - What is toxicity?
4 - What are major types of toxicological chemical hazards?
5 - What is the difference between acute and chronic effects?
6 - List the toxic pollutants found in the Williamsburg water according to the documentary
7 - What is the critical question with regards to exposure to a particular toxic chemical and the harm associated with it?
8 - What are the 3 major mechanisms for reducing harmful effects of chemicals
9 - What is a poison or a toxin?
10 - What are epidemiological studies and what relationship do they have with toxicity?
11 - What is the difference between LD50 and a dose-response currve? Explain it using a full diagram with proper labelled axis with numbers.
12 - What controversy exists concerning the validity of animal data extrapolation?
13 - Describe in detail the problems and facts that were discovered regarding the toxicity of the WTC dust and impact it had on first responders. How did the EPA respond and why may it have responded the way it did? Justify your response.
14 - Explain the three major types of potentially toxic agents.
15 - What are the effects that chemicals have on the body's system?
16 - What are the types of diseases (biological hazards) that threaten people in developing countries and developed countries?
17 - What are some statistics associated with the deaths caused by malaria?
18 - Explain in detail the problems (economic, societal, educational) various areas in Kenya were facing (or still face) with regards to malaria?
19 - Explain in detail at least two solutions to combating malaria?
20 - Explain in detail an environmental issue that affects human health and the government and grassroots initiatives that exist to help our health.
21 - What are the layers of Earth's atmosphere? Differentiate them through some facts.
22 - Should CO2 be considered an air pollutant? Explain.
23 - What is the AQI?
24 - What is photochemical smog?
25 - Know all of the answers to the questions in the UNESCO document on the Ozone.
26 - Explain the problems that led to the Walkerton Water Tragedy and what solutions should have been undertaken to have prevented it.
Day 32, Wednesday, March 27, 2013
PowerPoint on the Walkerton Water Tragedy:
http://www.env.gov.nl.ca/env/waterres/training/adww/qualitydist/7_a_gov_nfld_&_lab_walkerton_water_story.pdf
Terminology:
PUC - Public Utilities Commission
MOE - Ministry of Environment
Coliforms - a broad class of bacteria found in our environment, including the feces of man and other warm-blooded animals. The presence of coliform bacteria in drinking water may indicate a possible presence of harmful, disease-causing organisms.
E.coli - refers to a large group of bacteria that is commonly found in the intestines of humans and animals.
We will also watch and discuss a TVO coverage of the Walkerton water tragedy:
http://www.youtube.com/watch?v=x31nOZstwjY
Homework: Complete another section of the UNESCO ozone and submit your answers to me through e-mail tonight. We will begin our unit review tomorrow (Thursday) so you have the long weekend to study for the unit # 2 test next Tuesday.
Day 31, Tuesday, March 26, 2013
Class: Unfortunately I am absent today. You are to continue working in pairs acting out the dialogue and answering questions in the UNESCO document on the ozone.
Move the tables into the positions I had them in yesterday. Remember to move the tables back at the end of class.
Day 30, Monday, March 25, 2013
We will be acting out the dialogue in the UNESCO document concerning the ozone layer. Please complete the document with proper answers as I will be marking them. You are allowed to use the internet for researching answers but they have to be in your own words.
Day 29, Friday, March 8, 2013
Today in class, we will be examining a dialogue about the ozone and answering questions regarding it (handout provided UNESCO).
Homework: Complete it in class otherwise it will take up your time over the March break!
Day 28, Thursday, March 7, 2013
We will be starting chapter 20 which deals with air pollution. The following is a film that will be viewed in class regarding the effects of air pollution on children:
http://www.youtube.com/watch?v=SS-O_kcgQEI
Homework:
1) read pages 459-465
2) complete Q#1-3 on page 487
Day 27, Wednesday, March 6, 2013
We will be having presentations on grassroots and government initiatives on reducing environmental impacts affecting human health.
Day 26, Tuesday, March 5, 2013
Work on assignment #3 in class and for homework.
Day 25, Monday, March 4, 2013
Work on assignment #3 in class and for homework.
Day 24, Friday, March 1, 2013
Work on assignment #3 in class and for homework.
Day 23, Thursday, Feb. 28, 2013
We will be working on assignment #3 today:
Due Wednesday, March 6, 2013 - Assignment #3 on Initiatives towards reducing environmental impacts due at the beginning of class:
Day 22, Wednesday, Feb. 27, 2013
We will be finishing the BBC documentary on malaria today. We will discuss grassroots initiatives and government initiatives on reducing negative environmental impacts affecting our health.
Homework: please work on assignment #3.
Day 21, Tuesday, Feb. 26, 2013
We took a note on malaria. We viewed the BBC documentary on malaria (watch parts 1 - 7 if you're absent):
http://www.youtube.com/watch?v=dGbgye4soSQ
Homework will be provided after we are done watching the film.
Day 20, Monday, Feb. 25, 2013
We examined dose-response curves and neurotoxins. Our discussion covered various diseases that can affect us such as malaria. We viewed the BBC documentary on malaria:
http://www.youtube.com/watch?v=dGbgye4soSQ
Homework will be provided after we are done watching the film.
Day 19, Friday, Feb. 22, 2013
Today we examined various toxins, poisons and dose-response curves that are used in epidemiological studies. The case study we analyzed, which was the toxic atmosphere over ground zero, consists of two articles and two videos that were viewed in the following order:
1) Article Reading:
Still dying from 9/11: Toxic legacy of World Trade Center attack revealed as dust increases risk of cancer by a fifth
Link: http://www.dailymail.co.uk/news/article-2032893/Firefighters-attended-9-11-scene-19-likely-develop-cancer.html
2) Video Viewing:
RT News on 50 different cancers affecting first responders:
http://www.youtube.com/watch?v=_6D5TVenMAs
3) Video Viewing:
United States Environmental Protection Agency's reporting on the air quality at ground zero
http://www.youtube.com/watch?v=ZtjpjbM_q4Q
4) Article Reading:
New York Times: Lung Function of 9/11 Rescuers Fell, Study Finds
http://www.nytimes.com/2010/04/08/nyregion/08lung.html
Homework - Answer the following questions based on 4), the New York Times article above:
1) In the study, how many people were examined and what was discovered?
2) What percentage of lung function loss was found?
3) Which group of people were mainly impacted by the toxins?
4) What were the persistent symptoms the first responders experienced?
5) In terms of building materials, what were the first responders breathing in?
6) How many articles were published concerning the environmental impact on first responders?
Day 18, Thursday, Feb. 21, 2013
Today we examined a documentary called "Toxic - Brooklyn" by VBS productions.
Homework: Research Williamsburg's progress on overcoming the environmental problems they face (as described in class)
Day 17, Wednesday, Feb. 20, 2013
Today we started Unit #2 on Human Health and the Environment.
Homework:
A) Answer Q#1 on page 457
B) Write a half-page critical reflection on Michael Sandel's lecture (Harvard Lecture Series: https://www.youtube.com/watch?v=0O2Rq4HJBxw) on the cost-benefit analysis of smoking. In your reflection, discuss the political, economic, social and environmental ramifications of the Czech government's decision. What variables were not considered in the Czech analysis? Were the negative repercussions of secondhand smoking considered? Is secondhand smoking worse that directly smoking? A quick search online can tell you about the impact of smoking on the environment. Be prepared to present your amazing reflection in class tomorrow morning. Also, e-mail your reflection to me.
C) Read pages 436-437.
Day 16, Tuesday, Feb. 19, 2013
We wrote the unit #1 test on environmental challenges today.
No homework.
Day 15, Thursday, Feb. 14, 2013
Today, we reviewed everything we have learned to prepare for the unit test this Monday, Feb. 19th, 2013.
Day 14, Wednesday, Feb. 13, 2013
We will be analyzing a paper by Emily Gilbert, a professor at the University of Toronto. In particular, our focus will be on how climate change can create environmental refugees and the social and political impacts that could follow.
Homework: Write a reflection (three quarters of a page) on the Prof. Gilbert's paper and prepare to present it tomorrow morning in class. In your reflection, feel free to touch upon and discuss the paper from a variety of angles such as
- Prof. Gilbert addresses the QDR published in 2010. Find the QDR publication and read it's objectives related to climate change and assess whether Prof. Gilbert's analysis is balanced.
- What would be an adequate response to environmental refugees seeking to come to North America?
- Should our tax dollars go towards educating countries that are likely to be impacted by drastic climate change or should the dollars be devoted to accommodating environmental refugees when drastic climate does occur?
- What would be the educational and economical impact of the militarization of climate science in case there were no environmental refugees?
- If certain countries are predicting that climate change can cause environmental refugees, then wouldn't the countries that are likely to be impacted by climate change prepare ahead of time to avoid creating environmental refugees?
Day 13, Tuesday, Feb. 12, 2013
Today, we analyzed ways in which societal needs or demands have influenced scientific endeavors related to the environment (e.g., the development of drought- and pest-resistant crops to address the rising global need for food; research into alternative energy sources in response to demands to address the impact on climate change of burning fossil fuels) [AI, C]. We also worked on explaining how an environmental challenge has led to advances in science or technology (e.g., scrubbers on smokestacks to decrease sulfur dioxide emissions, hybrid cars)
Task #1:
Read page 1 of this paper on pest-resistant crops and food security:
Questions:
1) Monoculture is the agricultural practice of growing a single type of crop or plant species over a wide area for several years. How can this lead to ecological disturbances?
2) What are the two approaches to obtain sufficiently high yields of crop/plant production? Are there any disadvantages associated with these approaches?
3) What advances helped in gaining greater food security?
Homework: complete assignment #2.
Day 12, Monday, Feb. 11, 2013
Today in class, we will start assignment #2. We are to use a research process to locate a media report on a contemporary environmental issue (e.g., climate change, melting of the polar ice cap, acid precipitation, deforestation, overfishing, oil-sands operations), summarize its arguments, and assess their validity from a scientific perspective.
Assignment #2:
Homework: work on assignment #2.
Day 11, Friday, Feb. 8, 2013
Snow Day
Day 10, Thursday, Feb. 7, 2013
1) Environmental challenges: overfishing, deforestation, melting of the polar ice caps, acid precipitation - Causes & Solution
2) Complete the Activity on Melting Ice Caps and submit it on Friday, Feb. 8th, in class -
Day 9, Wednesday, Feb. 6, 2013
We will be analyzing an interview with David Suzuki and Al Gore on climate change.
Homework: Summarize the range of evidence (sea level rise, global temperatures rise, and so forth) for rapid climate change on NASA's website:
http://climate.nasa.gov/evidence/
Day 8, Tuesday, Feb. 5, 2013
In-class content: Environmental challenges: overfishing, deforestation, melting of the polar ice caps, acid precipitation - Causes & Solution
Day 7, Monday, Feb. 4, 2013
Today, we are exploring formal scientific terminology concerned with the scientific method and we will examine what "paradigm shifts" are.
Brain Pop on Scientific Method: http://www.brainpop.com/science/scientificinquiry/scientificmethod/
Homework: Complete tasks A and B outlined in today's lesson (attached):
Day 6, Friday, Feb. 1st, 2013
In-class content: Ch. 1 Slides 21-25 on the big 5 social/environmental problems and causes
Homework: Pg 16, Chapter Review Questions Q#9 on Canada-Spain Turbot war on pg 8
Day 5, Thursday, January 31, 2013
Homework: Read and summarize in a table the pros and cons of Globalization: http://www.edu.gov.mb.ca/k12/cur/socstud/frame_found_sr2/blms/4-6.pdf
Homework: Chapter Review Questions Q#7, Pg 16
Homework: Study for mini-test tomorrow.
Day 4, Wednesday, January 30, 2013
In-class content: Ch. 1 Slides 13-21 on globalization, renewable & non-renewable resources, tragedy of the commons, civil commons, pollution
Pg 16, Chapter Review Questions Q#3, 4, 5, 6
Day 3, Tuesday, January 29, 2013
In-class content:
1) Ch. 1 Slides 1-12 on environment, ecology, environmental science, solar and natural capital, GDP, economic growth
2) Finish economic trade-offs worksheet:
3) Homework:
Complete the Chapter Review Questions Q#1,2 on Pg 16
4) A cool 40 year-old ecosystem:
Garden in a bottle, anyone?
This miniature ecosystem has been thriving in an almost completely isolated state for more than forty years. It has been watered just once in that time.
The original single spiderwort plant has grown and multiplied, putting out seedlings. As it has access to light, it continues to photosynthesize. The water builds up on the inside of the bottle and then rains back down on the plants in a miniature version of the water cycle.
As leaves die, they fall off and rot at the bottom producing the carbon dioxide and nutrients required for more plants to grow.
Day 2: Monday, January 28, 2013
1) We are graphing and analyzing the United Nations population estimates: http://esa.un.org/unpd/wpp/unpp/panel_population.htm
Task: graph the data of the countries that are described in the article "Population and the Environment" that have limited access to contraception and compare their population growth rate to that of Canada. Excel graphing methods will be explored in class.
2) In class, we will watch Sir David Attenborough's presentation on population growth:http://www.youtube.com/watch?v=1sP291B7SCw,
and we will answer the following questions:
Day 1: Friday, January 25, 2013
1) Reading - Population and the Environment (PDF):
2) Questions/Short Answer (PDF):
Questions/Short Answer (MS Word):
3) We are graphing and analyzing the United Nations population estimates:
http://esa.un.org/unpd/wpp/unpp/panel_population.htm
In particular, graph the data of the countries that are described in the article "Population and the Environment" that have limited access to contraception and compare their population growth rate to that of Canada. Excel graphing methods will be explored in class.
Visuals for Chapter 1
Other articles on environmental issues:
http://www.independent.co.uk/environment/the-12-mostread-2011-articles-in-environment-6280023.html
http://www.theglobeandmail.com/news/national/study-finds-little-environmental-impact-from-oil-sands/article4597707/
Which countries do and do not use thermal methods of treating municipal waste?